PRELIMINARY DRAFT 


Discussion Outlines 


to Help Prepare for 


The World’s YMCA Conference 


to be held at 


Helsingfors, Finland 


August, 1926 


Aids to an Inquiry into the attitude of youth 

toward life as a means to the discovery of a 

more Christian Way of Life in Personal, So- 
: cial and International Relations 


a7 


ane 
.- 


ed 
a in 


‘s 





PRELIMINARY DRAFT 


Discussion Outlines 


to Help Prepare for 


The World’s YMCA Conference 


to be held at 


Helsingfors, Finland 


August, 1926 


Aids to an Inquiry into the attitude of youth 

toward life as a means to the discovery of a 

more Christian Way of Life in Personal, So- 
cial and International Relations 


Copyright, 1925, by 
Frederick M. Harris 





Printed in the United States of America 





TABLE OF CONTENTS 


PAGE 
PE pemVVOrid s4 Conference... gtee oe a: aoe 3 
Se MOIcceaLeLclegates scm senate ery meee 5 
Neomeuelacma thes VWorldeee cea acai em ee 6 
Suggestions for the Use of These Outlines...... ih 
Procedure for an Introductory Discussion. ..... 12 
Discussion Outlines : 
pikes H1 Omics, Ol; DOYS sats. ee Seen en Ne 14 
Young Men and Their Work............. pels 
inten @ Ghats A NOMONIE, o Ge nemo bee Oe 23 
The Government and Young Men.......... 30 
SrUnInAticsma na LC DOLts ae eer. ee an me eee 38 


Digitized by the Internet Archive 
In 2022 with funding from 
Columbia University Libraries 


httos://archive.org/details/preliminarydraft0Ounse_1 


THE WORLD’S CONFERENCE 


The first World’s Conference of the YMCA since 1913 
is to be held at Helsingfors, Finland, August 1-6, 1926. The 
Committee of Arrangements has decided upon a type of con- 
ference somewhat unlike the previous gatherings of the World’s 
Alliance. Instead of the more formal program devoted largely 
to addresses and papers, the effort is being made to insure that 
the Helsingfors program, while including a few prophetic and 
inspiring messages by outstanding leaders of youth, be a real 
conferring together, both of the fifteen hundred delegates, and 
equally a real conferring together of hundreds of Association 
members throughout the world who will not be able to go to 
Finland. 

Helsingfors is to be one event in a search beginning imme- 
diately and continuing through the conference into the follow- 
ing years. This search has been defined as “fan inquiry as to 
the Christian way of life in personal, social and international 
affairs.” Two commissions of the World’s Committee will en- 
deavor to evaluate the work of the inquiry but the main process 
will be valid only in so far as it is carried out by groups of boys 
and young men inside (and outside) of the Association through- 
out the world. The following outlines have been prepared 
through a process of experimentation to serve as preliminary 
tools for groups to be formed under Y MC A auspices. They 
are based on the assumption that sometimes boys and young 
men can not give in ready and offhand fashion a clear answer 
to questions about their attitudes or interests or problems but 
that out of the give and take of group discussion and under 
the guidance of a leader, they can come to see these more 
clearly. The basis of the whole inquiry must be a nation-wide 
and eventually a world-wide study in local groups of the 
question 


“VYoutrH Facinc tHE Wor.up” 


A picture of the problems and perplexities which boys and 
young men everywhere are actually facing can only be accurate 
if hundreds of groups cooperate in making a first-hand study. 

Some of the outlines are adapted for both boys and young 
men; others will be more suitable for one group or the other. 


>. 
o 


Local experiment will be most helpful in determining this. Each 
person receiving these outlines is asked to experiment with one 
or more of them with a group either of boys or young men and 
to report the results. Such reports, together with suggestions 
as to the revision and completion of these outlines, should be 
addressed—“The Helsingfors Inquiry” and sent, as is most 
convenient, to 8 Rue General Dufour, Geneva, Switzerland, to 
347 Madison Avenue, New York, to 86 Adelaide Street, East, 
Toronto, to 5 Russell Street, Calcutta, or, if desired, to the 
National Y MCA headquarters of the country in which the 
recipient of these outlines is living. 

Preparation for Helsingfors must eventually involve studies 
according to some such plan as the following: 


1. What problems are actually perplexing boys and young 
men (a) in the Association, and (b) outside the Associa- 
tion, in the following relations? 


Home Government 
School The Press 
Work Women 

Play The Church 
Sex The Inner Life 


2. Who makes up their minds for boys and young men? The 
press, the parents, the church, the government, the gang or 
they themselves? How? 

3. What is being done by organizations appealing to youth? 
What is the nature of their peculiar appeal? 

. What are the gaps? 

5. What should be done through the Association and inde- 
pendently of the Association in this situation? 

6. To what extent is the Association an effective agency in 
the establishment of the Kingdom of God on earth? 

Nore. In this preliminary edition outlines are included 
only on The Home, Work, The Church, and The Government. 


CHOICE OF DELEGATES 


As Helsingfors is to be something more than an ordinary 
convention, the Conference Committee is asking all National 
Councils to choose the delegates with unusual care. It is hoped 
that as far as possible delegates may be selected by the autumn 
or winter of 1925 so that each may prepare for the conference 
by actually leading discussion groups of boys or young men, 
using such outlines as these. Delegates who have not had this 
preliminary preparation will be at such a disadvantage that it 
is recommended that the National Councils give preference to 
those who have participated actively in these discussions and 
the studies for which the Conference calls. The Committee has 
also decided to ask the National Councils to insure that a pro- 
portion of each delegation should be under twenty years of 
age. It is, of course, expected that such also would be selected 
on the basis of their participation in local group studies prepar- 
atory to the Conference. 


OO 


YOUTH FACING THE WORLD 


Clearly those who planned for the Helsingfors Conference 
had in mind that there should be presented in that gathering 
an authentic picture of the attitudes of boys and young men 
over the world as they face the concrete problems of this gen- 
eration. ‘Youth Facing the World” is in itself a thrilling title 
which calls up in the mind as by magic the great issues that are 
bewildering and acutely troubling mankind. It is hard to con- 
ceive of a more appropriate quest for the Young Men’s Chris- 
tian Association than this search for the real soul struggles of 
youth. Pursued with open mind, scientific precision, and true 
moral passion, this quest should lead us to results upon which 
a much more intelligent and effective program may be safely 
erected. Such results should be of great service not only to 
local Associations in the conduct of their daily enterprises but 
also to national movements dominated by a desire to serve each 
other, a desire to make all Association experience available for 
use In every part of the world. 


Such a survey will be not only unserviceable but perhaps 
actually harmful if it be but a digest of traditional opinions. 
The danger that it will sink to this level is probably more 
threatening in highly-developed movements than in those whose 
habits are in process of formation; because the specialized and 
prosperous organization through its very success is lable to 
regard some things as “settled.” The conditions of life every- 
where are changing under the influence of new forces or old 
forces whose strength has been renewed. Under such circum- 
stances it is not the part of wisdom to assume that any signi- 
ficant attitude remains unchanged. It is time, indeed, that there 
should be applied to all who have elected to devote their best 
energies to the highest interests of youth some such stimulus as 
preparation for Helsingfors. It demands a restudy of the needs 
of men and boys and of the program to mect those needs. 


Expert Opinion Insufficient. 


Something more is required than a mere collection of expert 
opinion. If our survey begins and ends with secretaries and 
iezuing laymen, the result will represent less the attitude of 


6 


boys and young men than the hopes and fears for youth that 
dominate the hearts of mature leaders. In the production of 
such a composite opinion, it is fairly certain that individuals 
possessed of the gift of facile expression and those whose inter- 
ests are primarily intellectual would carry undue weight. Men 
of action would be meagerly represented and the rank and file 
would hardly appear at all. The attitude of non-Christian 
groups, particularly those which are hostile, would be unlikely 
to secure a fair presentation. All indirect interpretation is 
reflected through prejudices of which it is well-nigh impossible 
to divest ourselves; and personal purposes, in exact proportion 
as they are vital and sincere, tend inevitably to deflect the re- 
porting of facts subjected to a casual investigation. There 
would be much of interest and real value in an analysis of the 
collected opinions of our leaders, of the impressions made upon 
professionals by the life of youth; but this would not serve the 
high purpose of Helsingfors. 


There seem to be at least three courses which appear to lead 
toward the truth: 


1. We must discover the particular movements that are today 
attracting the loyalty of boys and men. 

2. We must study those formal pronouncements which youth 
through self-conscious Youth Movements is making in its 
own behalf. . 

3. We must ask boys and young men themselves. 


The first two tasks are research enterprises and probably 
serviceable mainly to check the direct data otherwise secured. 
The third is the course, difficult though it be, which should yield 
the most solid results. 


Search at the Source. 


We must ask the boys and young men themselves. That is, 
we must study the attitudes of enough of them to secure suffi- 
cient data on which to base at least tentative generalizations. It 
is desirable that such a study should be conducted during a 
definite and not too extended period and by methods which are 
sufficiently akin over the whole area of study to permit of rea- 
sonably accurate comparison. 


The choice of methods to be pursued in such an investigation 
is a very delicate matter. Little argument is needed to convince 
any thoughtful man that one cannot trust simply to direct 
questioning as in a questionnaire. Men’s memories play queer 
tricks, their powers of observation and description are generally 
faulty; they are prone to be misled by peculiar interests or 
deflected by the very form of the questions themselves; and, 
especially in the case of youth, pure mischief has upset some 
promising investigations. The errors due to these and other 
‘sauses cannot be eliminated entirely on any known plan, but 
some devices have been employed which partly overcome the 
difficulties. Certain forms of questionnaire have been devised 
making use of the “true-false’”? method. Others have mitigated 
the error by a system of questions which break up larger issues 
into their component parts and thus narrow the range of pos- 
sible answers. Still others employ questions which are intended 
less to secure the information sought than to discover the man- 
ner of approach to the issue. There is no need to go through 
the whole list. A special method lately employed in various 
parts of the world involves the submission of questions to a 
group for group discussion. The results so far achieved by 
this means give promise of large possibilities. In this case, 
individuals check each other and the group moves toward gen- 
eral conclusions that are more trustworthy than any single un- 
supported assertion. An alert leader acting as an intelligent 
observer gathers much from the trend of the discussion and the 
side-lghts are frequently of the greatest value. 


Tools for Group Investigation. 


The need for very precise tools for these types of investiga- 
tion is most apparent. Particularly is this true of the group 
investigation ; because where the survey covers a wide field, it is 
inevitable that the work will fall many times into the hands of 
inexpert group leaders. It is, therefore, advisable that the out- 
lines for discussion should have a very thorough try-out in 
groups before they are put in final form. The end to be 
achieved is a workable tool, not one which fulfills the require- 
ments of some a priori theory. Leaders cannot be trained per- 
sonally in every part of the field, so it will be necessary to have 


8 


clear and concise instructions prepared for their guidance. 
Certainly also arrangements must be made to make it easy for 
them to record their findings in a systematic manner. Possibly 
the hardest part of this whole task will be the furnishing of 
adequate supervision of the activities of these various groups. 
It would seem to be very desirable that among the many who 
will be enlisted in this study, all or at least the majority of the 
delegates to Helsingfors should participate actively in some 
phase of the program of investigation. The best preparation 
for final discussions is certainly to bear a share in the processes 
which lead up to such discussions. By this means a real con- 
tinuity would be secured not only before and through the con- 
ference but on into the realization in the local Associations 
throughout the world of the conceptions that will undoubtedly 
take shape at Helsingfors. For surely it will never be forgotten 
that the real purpose of any survey is to prepare ourselves the 
better to discharge the homely tasks of our regular work. 


The Opportunity for Revaluation. 


The assembly and evaluation of the material collected by 
investigation, questionnaires, and group discussion is an impor- 
tant step in the process; but it does not present any serious 
difficulty. Here expert assistance is welcome, and there is here 
a wide field for the effort of those of long experience in Asso- 
ciation work. At this point it becomes plain how great a ser- 
vice this preparation for Helsingfors may be to the Associations 
which participate. They will have a superb opportunity for 
surveying the needs of their local fields under conditions that 
will make possible useful comparisons with other situations. 
The processes which will culminate in Helsingfors may all be 
carried out on a smaller scale locally, within a group of local 
Associations, and nationally. As long as the data are trans- 
mitted without alterations, every intelligent preliminary evalua- 
tion will very materially assist those who must make up each 
national report. 

In each Movement, it is hoped, will be inaugurated the meth- 
ods suggested here and such others as may come from experience 
around the world. It is quite possible that as a result there 
will be established a systematic examination of the field of ser- 


9 


vice of the Young Men’s Christian Association available for 
purposes of program building, for testing results, and for intel- 
ligently exploring new areas of endeavor. Such methods, devel- 
oped under conditions of scientific experimentation, will be 
ready to hand whenever required by the necessities of any situa- 
tion. Viewed from this angle, Helsingfors may well mark a 
turning-point in Association history, the inauguration of a new 
working alliance between scientific investigation and the assur- 
ances of Christian faith which, through a new experience, may 
lead us into a profounder philosophy of our peculiar task and 
a deeper commitment to enduring Christian service. 


10 


SUGGESTIONS FOR THE USE OF THESE 
DISCUSSION OUTLINES 


HOW TO BEGIN 


Each Association sending a delegate to Helsingfors should 
ask some of its staff and board members to have not less than 
eight or ten unhurried sessions with a group of six or a dozen 
boys or young men. In addition, each Association which has not 
yet decided to send a delegate to Helsingfors should form one 
or more similar groups. These sessions should be in a quiet place, 
preferably around a table with the leader as one of the group. 

The most helpful plan is for the leader to propose questions 
and more or less rigidly hold the members to the discussion. If 
he desires to learn fully from them he will not intrude his own 
viewpoint but will be more interested in watching the play oi 
mind upon mind in the give and take of the evolving process. 
He will realize that points of view will be modified as the dis- 
cussion proceeds. 

If he is alert he will note the aspects of life about which the 
members do not express themselves and also those on which they 
do talk. During the discussion he will summarize frequently, 
seeking to be fair to the points made. He will proceed from 
question to question or from section to section of these outlines 
only as the interests of the group may lead. At the close of the 
session it is highly desirable that he make notes of the trend of 
the discussion. Certain of his observations and findings will be 
of value to the two Commissions which are preparing for the 
Helsingfors program. (See page 3.) 


FIRST SESSION 


The following is suggested as a procedure for the first ses- 
sion. <A few simple penetrating questions are put. <A _black- 
board will be helpful if it can be used without making the 
discussion too formal. (The simplicity of the procedure here 
proposed should not be misleading. It has been used success- 
fully with groups of varying ages.) Slight rephrasing may 
make the outline more fitted to its use. If followed sympa- 
thetically, the discussion will be of immediate help to those tak- 
ing part and at the same time will assist the leader in getting a 
picture of the varied life activity of the group. 

11 


3. 


PROCEDURE FOR AN INTRODUCTORY 
DISCUSSION 


What takes up the time of the boys (or young men) whom 
you know? 


a. What subjects do they talk over when they are just 
sitting round, say at the meal hour? 

(It might be well to list these. The group should stay 
with these questions until a fairly comprehensive picture is 
presented. ) 


Which of these things which take up the time of boys (or 
young men) help them to live clean and true and at their 
best? How does each help? (State briefly.) 


a. Which of these hinder them from living clean and true 
and at their best? How does cach hinder? (State briefly.) 

(The leader may find it helpful to refer to the items on 
the blackboard as the discussion proceeds. His aim should 
not be so much to reach a final conclusion as to lead mem- 
bers of the group in an appraisal of these matters.) 


Which of these are most important in the life of boys gue 
young men? 


(This question provides for a summary and it will help 
the group select the matters in which it is or feels it should 
be most concerned, ) 


In hight of our discussion, which questions do you feel it 
most worth talking over at succeeding sessions? 


a. Which will be most helpful to this group? 

(The leader should help the group to select the four or 
five which the members regard as most important.) 

b. Which do you feel would be most worth talking over 
first? 

(An hour given to this general canvass of the situation 
will aid a leader to become better acquainted with the group. 
The members should be at ease because they are talking im- 
personally about these matters. At the close of the dis- 


re 


cussion, the leader should recall the details, and out of the 
suggestions made by the group at the close, be able to se- 
lect as a basis for the next session, the aspects of life in 
which they seem to be most interested. One or more of the 
following outlines may guide here.) 


13 


THE HOMES OF BOYS 


Nore. The leader should be well acquainted with all the 
issues in this outline so as to take full advantage of those phases 
of the topic which prove to be uppermost in the interest of the 


group. 


A leader may begin with the introductory discussion 


below and let the interest of the group determine the order of 
the discussion thereafter. 


INTRODUCTORY DISCUSSION. 


1. 


Thinking Into the Situation. 

a. What are some of the things boy do in their homes? 

(1) Which of these affects the boys alone? Which 
affect members of their family? 

b. What attitudes do the boys you go with take toward 

their homes ? 

Nore. The followmg four questions will help the 

group into the last question. 

(1) What do the things that boys you go with say 
about their homes reveal about their attitudes? 

(2) What does their conversation together reveal about 
their attitudes toward home? 

(3) What does the amount of time these boys spend 
at home reveal about their attitudes ? 

(4) What does their relationship with their fathers, 
mothers, brothers and sisters reveal about their 
attitudes toward home? 


Locating the Problem. 
c. Out of the discussion so far what practice of boys in 
regard to their home seems to need changing? 

Nore. The above discussion doubtless wil! have 
brought out several phases of home life which to the 
boys are not satisfactory and in which the interest man- 
ifested would point to the desirability of further and 
more detailed discussion. 

Suggested outlines A, B, C and D furnish oppor- 
tunity for such detailed discussion. The interest of the 


14 


y) ow 


* 
~ 


group should now determine the order and use of these 
discussions. 


PROBLEM 


Relating to the Attitude of Boys Toward Their 
Homes. 

How do the various attitudes (revealed by questions b, 
(1), (2), (3), and (4) above) work out in actual prac- 
tice? Why do boys you know have these various atti- 
tudes toward home? Describe situations in whieh you 
have seen boys with these attitudes. 

Which of these contributes most to the happiness of a 
home? 

Should a boy depend upon his parents to make the home 
or should the boy expect to carry a share of responsi- 
bility in making his home? Why? 

What should be a boy’s attitude toward home? 


How cana boy go about changing his attitude? 


PROBLEM 


What Are the Practices of Boys in Their Obedience 
to Parents? 

How do different boys act in regard to obedience to par- 
ents? Why do they so act? What seems to be the 
effect of each on home life? 

Should or should not parents expect to keep full control 
over boys until they are eighteen? 


(Outward Obedience—Inward Rebellion) 


3. 





Which would be a better home—one in which children 
were dependent upon their parents for direction in all 
their activities or one in which children had been allowed 
to think for themselves and develop reliance in their own 
opinions? Why? 

A youth of sixteen said, “Often we obey our parents in 
such fashion that we are really disobeying. We do not 
fully obey our parents unless we feel within us a satis- 
faction in doing so.” What do you believe was meant ? 


15 


(Obedience and Life Habits of a Boy) 


5. 


Who finally decides what a boy is to do and to become— 
the boy himself or his parents? Who should decide? 
Why? 

a. If a boy is raised to rely on his parents up to his 
eighteenth birthday what effect does it have on the 
later years? Why? What evidence from old fash- 
ioned parent-controlled homes applies here? 


b. If a boy learns to rely upon himself does it mean 
that he does or does not honor his father and mother? 


Why? 


If it is true that “A boy learns what he practices,”’ is 
it better for him to practice dependence up to his eight- 
eenth birthday and then try to begin relying on himself 
or to begin practicing self-reliance as early as possible? 


Why? 


(Parents’ Responsibility in the Matter of Obedience) 


Jesus said: “If anyone cause one of these little ones to 
offend, it were better for him if a millstone were hung 
about his neck.”” What did he mean? Would this teach- 
ing cause parents to make the children obey explicitly 
or allow them to develop self-control? Why? 

a. What does the law that a boy or girl learns what 
they practice, as illustrated by question 4, demand of 
parents in a home? 


PROBLEM 


Control and Authority in the Home: The Question 
of Democracy. 


How are homes you know managed when there is a dif- 
ference of opinion? What are the different ways homes 
are controlled? What are the advantages or disad- 
vantages of each? 


Is it more fruitful for boys to be led by adults or more 
fruitful for boys themselves to assume leadership? 
Why? 


16 


3. 


5. 


6. 


In which case does a boy grow most, when the parents 
do all the leading, when parents and boys together de- 
cide what ought to be done or when a boy decides for 
himself what he will do? Why do you believe as you 
do? 


What are the advantages of a democratic home? The 
disadvantages ? 


a. What does democracy demand in the management of 
ahome? Which of the three methods named in question 
3 is the most democratic? Why? 

b. What would lead you to believe or disbelieve that 
Jesus would believe in a democratic home? 

c. Is it or is it not possible to have a family run upon a 
democratic basis and yet teach boys to ‘‘Honor thy 
Father and thy Mother.” How? 


What would a democratic home mean when obedience was 
mentioned? What would the boy obey in a democratic 
home? 


How would a democratic family deal with disobedience ? 


PROBLEM 


Changes in Home Life. 


In the light of our discussion what changes would we 
try to bring about in our homes? 


How would we bring these changes about? 
What difficulties would be met? 

How could these difficulties be overcome? 

What seems most worth attempting now? 


What help will we need? 


ey 


YOUNG MEN AND THEIR WORK 


INTRODUCTORY DISCUSSION. 
1. What is your job? Where do you work? 


2. What do the fellows where you work say about their 
jobs? 
What do they like about them? Why? 
What do they most dislike? Why? 


3. What about their work is most unsatisfactory to young 
men? 
Why is it unsatisfactory? 
Which of these matters (difficulties, dislikes, problems) 
would you like most to talk over further? (Choose two 
or three for further consideration.) 
Out of the Introductory Discussion, several matters of 
perplexity will have been located and at least partially de- 
fined. The leader can now select from the following sug- 
gested outlines those bearing on the problems as defined by 
the group. In case other problems seemed more pertinent, 
the method followed in these will suggest a way of attack- 
ing them. 


PROBLEM 
A. Pay Not Satisfactory. 
1. Thinking Into the Situation. 
a. What pay do men in your: line of work get? How 
much has a fellow a right to expect? 
b. What advances in pay seem possible? 
c. What factors determine the pay a fellow will receive? 
Which of these can he control? 
2. Locating the Problem. 
d. What seems to be the real difficulty as regards pay? 
(The discussion here should be narrowed down to the 
one most perplexing problem as to the income one re- 
cetves from his work.) 


18 


Help on the Problem. 
e. What are the possible things a fellow can do to solve 
this problem of pay? 

(Help the group here state clearly the practical pro- 
cedure open to young men in solving this problem.  Sev- 
eral should be listed.) 

(1) Just what do you observe young men doing to meet 
this problem? 
Why do the fellows you know choose each of these 
courses of action? 
What are the considerations for or against each? 
How does each work out? Which scems to “get one 
the farthest’’? 


(2) What sort of advice do young men get here from 
peopte whose standards of conduct they respect? 

f. Which of the possible courses of action sec most in 
harmony with the Christian way of life? Why? 

g. Asa result of our discussion what should a fellow do 
about unsatisfactory pay? What plan seems to be best? 
h. How go about it in a practical way to work out the 
plan we have centered upon? 


PROBLEM 


Undesirable Associates. 


Thinking Into the Situation. 

a. Describe the situation in your place of work. Just 
what about the associations there do you most dishke? 
Why? 

(The leader should encourage a careful description of 
the situations to which the group members object. All 
should be led to participate in the discussion at this 
point. ) 


Locating the Problem. 


b. What is the actual choice we face in light of these 
situations ? 
ie 


C. 
ib. 


What is the main matter about which a decision must be 
made? 
Just what is the real problem? 

(The discussion should be narrowed here to the cen- 
tral problem in the whole matter for young men. It 
should be kept in terms of the actual choice or difficulty, 
avoiding vague generalities. When the problem is clear 
the leader may help state it.) i 


Help on the Problem. 

c. What are possible ways of meeting this choice? 

What are ways fellows are solving the problem? 

(1) Describe each so that it may be clearly understood. 

(2) Just why do different men solve the problem as in 
these various ways? 

(3) How does each work out? Which seems to be most 
helpful, both to the man who does it and to one’s 
associates ? 

(4) Which of the possibilities seems to be most like the 
Christian way of hfe? Why? 

(5) What help might be secured from the teaching and 
example of Jesus? 

d. As a result of our discussion, what seems to be the 

best thing for a fellow to do if his associates in his work 

are undesirable? 


Next Steps. 


e. Just how will this plan work out? What are the 
first things to do in starting to carry it out? 


PROBLEM 


Work Not Worthwhile. 
Thinking Into the Situation. 
a. Just what does the work you do really produce for 
other people? What would others lack if your work 
were discontinued ? 
b. What does your work contribute to the life of 
others ? 

20) 


(1) If you were to explain to some one just what your 
work means to the world, what would you tell them? 


Locating the Problem. 


c. As we look at the results of our work what if any- 
thing about it leaves us unsatisfied? Why? 

d. What seems to be the immediate choice or perplex- 
ing matter on which we must make up our minds in 
view of this? 

(The leader should here seek to help the group mem- 
bers see clearly the central problem for them on this 
matter. Such general problems as “Can I be a Chris- 
tian in this work?” are likely to be too general in that 
they do not represent the immediate difficulty which is 
most perplexing. Some particular aspect of the more 
general problem is likely to be the concrete matter in 
which help should be gained next. In the give and take 
of discussion this may be defined by the group in terms 
meaningful to it.) 


Help on the Problem. 


e. We face a practical problem. What are the possi- 
ble ways of meeting it? What do some people propose 
for young men to do when faced by such a question ? 

(The options before young men should be seen clearly 
and listed for careful consideration. ) 


(1) What seem to be the merits and the shortcomings 
of each proposal? 

(2) Why do some people advocate each? What do 
they say in its favor? 

(3) Where does each proposal seem to lead? If we 
try to carry it out what is likely to happen? 

f. Which way of meeting this problem seems most to 

help ourselves and others to a more Christian way of 

life? Just how does each help? 

g. In the hight of our discussion what seems to be the 

most resultful course for a fellow to choose when he 

feels his work is not worthwhile? 


2A 


4. 


Next Steps. 
h. How can we go about it to put our decision into 
practice? What are the first things that will need to 
be done? 

PROBLEM 


D. Long and Irregular Hours of Work. 


1, 


Mp 


Thinking Into the Situation. 

a. What are the working hours of the men you know? 
b. What factors determine the working hours of the 
men you know? Which of these can they control? 
Locating the Problem. 

c. What seems to be the real difficulty as regards hours 


of work? 


Help on the Problem. 


d. What are the possible things a man can do to solve 
this problem of hours? List these. 


(1) Just what do you observe young men are doing to 
meet this problem? 

(2) Why do they choose each of these courses of action? 

(3) What are the considerations for and against each? 

(4) How does each work out? 

(5) Which seems to get one the farthest? 

e. Which of the possible courses of action seem most 

in harmony with the Christian way of life? Why? 

f. As a result of the discussion what should a young 

man do about unsatisfactory hours? 

What plan seems to be the best? 

Next Steps. 


g. In a practical way how can this group work out the 
plan which seems to be the best? 


sys) 


BOYS AND THE CHURCH 
INTRODUCTORY DISCUSSION. 


The discussion outline given below will give the leader 
a method of getting a group of boys to talk about the 
church and their relations to it. Their replies, modified by 
the give and take of discussion will reveal differences of att- 
tude and of practice toward the Church. Question f. will 
be useful in summarizing the problems as the boys feel them. 
The group can then decide what problems they will discuss 
in greater detail. 


1. Thinking Into the Situation. 
a. How much of the boys’ time does the church take up? 
(Nore. Discuss this briefly, as its chief use is to 
lead into the next question. ) 


b. What things do the boys you know do in connection 
with the church? Make a list of these. 


2. Locating the Problem. 


ce. If the boys made up the program of the church, 
what changes would they make in it? 


d. What things does the church do that helps boys to 
live cleaner, better lives? 

e. What do boys say when they criticize the church? 

f. What seem to be the chief problems of boys in rela- 
tion to their churches? 

Question f. will be likely to reveal several outstanding 
problems. In discussing the question, the leader should be 
careful to let the boys frame the problems in their own 
language and from their point of view. When the several 
outstanding problems have been clearly stated and written 
out (preferably on a blackboard so as to be easily seen), 
the group may be called upon to decide the order in which 
to discuss them at further sessions. 


3. Summary. 


Before closing this session of the group, the leader should 
tahe several minutes to summarize the discussion, to re-state 


23 


the several problems, and to call attention particularly to 
the one selected for the next meeting. If he has the discus- 
sion of that topic well enough in hand at this time, he may 
well assign to members of the group several questions in 
the next discussion, to be thought out and definitely re- 
ported upon. Sometimes it will prove helpful to make these 
assignments to small groups of two or three who will meet 
together of themselves and work out their results. The 
leader should in no case fail to call for reports upon 
assigned work. 

The closing part of the discussion period often offers a 
natural opportunity for group prayer. The leader should 
be prepared for this if it occurs. Sometimes the oppor- 
tunity comes at another part of the period. 


PROBLEM 


A. Why Have a Church? 

1. Thinking Into the Situation. 
a. What are some of the things done by the church? 
List these. 


b. Which of these are not done by any other agency? 
Check these on the list. 


2. Locating the Problem. 
c. Who in the community would miss these things if 
the church left them undone? 
d. If the church left them undone, what would happen? 
e. Why would you have a church in your community? 


3. Help on the Problem. 
f. How would you describe to a Mohammedan or a 
Buddhist the value of a church to a Christian com- 
munity? 
g. How can you justify a church on the basis of the 
things it does? 
h. Who should determine whether or not there is a 
church in a community ? 


D4 


i. What would you say were the deciding reasons for 
or against having a church? 

j. Upon whose support does the church depend? 

k. Why do some churches have so much difficulty in 
keeping up their work? 

Next Steps. 


l. If the continuation of what the church does in your 
community and nation actually depended upon your reg- 
ular attendance and support, what would you do? 


m. If a person believes in the work of the church, what 
is his responsibility in regard to it? What things 
would you expect him to do? 


PROBLEM 


What Attitude Shall a Boy Take Toward the Church? 
Thinking Into the Situation. 

a. What are the churches in your community? 

b. How many of these have you visited? 


c. What ones would you miss if they were disbanded? 


Locating the Problem. 

d. What reasons do some give for not going to church? 

e. What are the reasons why some boys go to church? 

f. Which of these reasons about church-going seem 

most convincing? 

g. What attitude shall a boy take toward the church? 
(Securing answers to this will be helped by using 

questions h. to m. below.) 


Help on the Problem. 

h. In our discussion of A (if this topic has been taken 
up) there was a summary of the reasons why the church 
should exist. To what extent, if any, should these rea- 
sons determine the attitude of a boy toward the church? 
i. Some people believe the church should be supported 
for what it has done in the past, other people that a boy 


25 


ought to go to church in order to build a habit of going 
to church. What do you think about these views? 

j. Would you say that a boy should value the church 
to the extent that it recognized and made provision for 
his needs, or should a boy give his loyalty to the church 
even if its major service seems to be intended for adults? 
k. Should a boy determine his attitude toward the 
church on the basis of what he gets out of the church 
or on the basis of what he can do through it? Why? 
l. If the church is wrong in some respects, should a boy 
remain loyal, trying to change the wrongs by working 
from within as a church member, or should he quit the 
church and try to bring changes by criticism from 
without? Which do you believe would be most effec- 
tive? Why? 

m. On the whole, what attitude do you believe a boy 
ought to take toward the church? 


Next Steps. 


n. If a boy believes that the church is an organization 
doing good work in helping him and his community, 
what would you expect him to do? 


o. How long can a boy believe in the church if he does 
not actively give it his cooperation? 


PROBLEM 


What Moze Can the Church Do? 
Thinking Into the Situation. 


a. How much do people know about what the church 
in your community is doing? 


b. Why do newspapers not print more about church 
happenings? 


ce. How cen one find out about the work of your church? 


Locating the Problem. 


d. What are some of the more common objections one 
hears about the church? 


26 


e. Which of these are sound? Which are not sound? 
Why? 
f. In what way could the church increase the worth of 
its service to its members and the community? 

(This discussion will be aided by using questions g. 


to k. below.) 
Help on the Problem. 


g. Should the church take sides on the principal issues 
in the community or confine its attention to purely reli- 
gious service? What are the reasons in favor of each 
policy? What can be said for a middle course? 

h. Some urge the church to give itself to the promotion 
of indiv ahr and group thinking upon all issues, with- 
out committing itself as a church, as the best means for 
providing free discussion of what the spirit of Jesus 
would cause people to do if applied to these issues. As 
compared with the policies mentioned in question g., how 
would you rate this policy? Why? 

i. What contribution to the religious life of boys do 
the services of worship of the church make? 

(1) How can this be deepened? 


(2) How can worship become spontaneously and_ vi- 
tally related to boys’ every-day interests? 


j. Just where and how do you think the church can do 
more for your community? 


Next Steps. 


k. How would you suggest going about it to improve 
and enrich the life and eae x your church? 


PROBLEM 


What Is the Relation Between Being a Christian and 
Being a Church Member? 


Thinking Into the Situation. 


a. If you could determine the conditions of church 
membership, what would you make them? 


OF 


pet | 


7s 


Locating the Problem. 


b. Why is it that one continues to hear that “the church 
is full of hypocrites’’? 


c. Why do some people contend that they can be just 
as good Christians outside the church as they can 
inside ? 


d. What relation can you discover between being a 
Christian and being a church member? 


(This discussion will be enriched by using questions 
e. to n. below.) 


Help on the Problem. 


e. To what extent can one be a true Christian and not 
be a church member? 


f. To what extent can one be a church member and not 
a true Christian? 


(Nore. Questions e. and f. may be discussed briefly 
and then the fuller answer worked out by using ques- 
tions g. to k. below.) 


o, Which is a truer way of looking at the church, as a 
o ay fo) > 
place in which to worship or as an organization through 
which to work for the Kingdom of God? 


h. What would you call the person who thought the 
church was both a place for worship and an organization 
through which to work, a church member or a Christian? 


Why? 


i. Some Christian people who believe the church should 
be an organization for work in the Kingdom and that 
worship should be a part of and connected with actual 
work, believe also that older boys must accept the re- 
sponsibility of extending the Kingdom of God among 
boys of their own age through the use of the various 
organizations within the church such as their organized 
classes, departments, etc. What do you believe to be 
the duty of a Christian older boy church member in this 
regard? 
28 


j. If older boys accept this responsibility, what would 
be the relationship between their church membership 
and Christianity ? 


k. To what extent can you justify your church mem- 
bership if it does not cause you to assume responsibility 
for bringing fellows of your own age into a better way 
of living? 


l. What relation do you think there is between being a 
Christian and being a church member? 


Next Steps. 


m. If the older boys of your church should decide that 
church membership meant a truly Christian way of life, 
what would you suggest they might do to interest other 


boys? 


n. To what extent could you use athletics, social activi- 
ties, inter-class and inter-Sunday school activities in 
reaching others? 


o. What plan would you suggest whereby the boys in 
the Sunday school classes of all the churches in your 
community might cooperate in winning the interest of 


the boys of the community to a more Christian way of 
life? 


99 


THE GOVERNMENT AND YOUNG MEN 


I. INTRODUCTORY DISCUSSION. 


it 


At what points do young men come into contact with 
the government? Make a list of these as they are men- 
tioned. 


In what indirect and often unrealized ways does the 
existence of the government and its varied activities 
affect young men? List these. 


What attitudes do young men take toward the gov- 
ernment in all these relationships? 


(The following may help in getting a more adequate re- 


sponse to the foregomg question.) 


a. In what activities of government do your friends 
heartily participate? 

In which do they take part grudgingly? 

In which, if any, do they refuse to take part? 


b. What catch phrases and generalizations do your 
friends utter regarding such questions as temperance 
or prohibition, military service, voting at elections, 
taxes, tariff, war, trade following the flag, unemploy- 
ment, League of Nations, bonus and dole, mandates, 
imperialism, reparations, the Dawes Plan, housing, the 
yellow peril, white supremacy, the scramble for raw 


materials (e. g. “prohibition does not prohibit’). 


c. What do young men say about such officials oi 
government as directly or indirectly come within their 
acquaintance—e. g. police, sanitary officers, school in- 
spectors, school board, the mayor, the president or 
prime minister, cabinet officers responsible respectively 
for labor, war and foreign affairs? 


d. What specific activities of your own government 
and of other governments do your friends question? 
List these. List also those governmental activities 
which are questioned by groups of young men whom 
you do not know or whom you dislike or distrust. 


30 


II. In the light of the discussion thus far, what (if any) activi- 
iies of your government seem to call for change or adjust- 
ment? What attitudes and practices on the part of your 
friends appear to require alteration? 


Why are these changes recommended? 
Which of these would you most like to discuss further? 
Choose two or three for further consideration. 


(The leader can now select from the following outlines 
any which bear on the problems chosen by the group for 
further discussion. In case other problems seemed more 
pertinent, the method followed in these will suggest a way 
of attacking them.) 


PROBLEM 
A. Military Service. 


1. Thinking Into the Situation, 


a. To what extent has the attitude of young men to- 
ward military service been changed by the World War? 


b. How far will this generation of young men who ex- 
perienced the War, be able to pass on this conception 
of military service to the next generation who would 
presumably be called upon to fight the next war? 


2. Locating the Problem. 


ce. What is it about military service that young men 
question? 


d. How far would this attitude be changed if they felt 
they had a larger share in deciding the issues that are 
fundamentally the cause of war? 


e. It is alleged that all governments used propaganda 
freely during the war, holding back facts and truth, 
covering up their own faults and the good points and 
successes of the enemy, and playing up their own vir- 
tues and the evil ways of their foes. Whenever this was 
true what effect has that procedure had upon young 
men in their attitude toward war? 


31 


f. In what countries do the young men feel that during 
the war and after, they have been deceived by their gov- 
ernments as to its fundamental issues ? 


g. To what extent do young men think their govern- 
ment is operated in the interests of all classes alike and 
with equal justice? 

h. To what extent do young men believe that war set- 
tles international disputes ? 


1. To what extent would young men voluntarily enlist 
in a war of aggression? 

j- To what extent would young men voluntarily enlist 
in a war of defense? 

k. How can a young man decide whether a war toward 
which his country seems to be drifting is to be one of 
defense or aggression? 

l. What proportion of the young men you know think 
war to be un-Christian and would for that reason refuse 
to fight under any circumstances? 

m. What proportion of the young men you know re- 
gard war as un-Christian and yet feel that their patriotic 
duty requires military training in time of peace and com- 
batant service in time of war? 


Help on the Problem. 


n. What is a young man to do when he finds himself 
at variance with his government on a matter that for 
him is a matter of conscience? 

o. Evaluate the following procedures open to a young 

man who finds himself at variance with his government 

on an issue in which he feels the Christian way of life 
is at stake. 

(1) Follow Gandhi’s plan of non-violent non-coopera- 
tion. 

(2) Acquiesce in the decision of the government repre- 
senting the majority and work actively for chang- 
ing the minority, meantime loyally supporting the 
government. 

32 


(3) Adopt a double standard for living, the one for 
private affairs, the other for government relations. 

(4) Ignore government affairs as far as possible in the 
theory that it is hopeless to try to change con- 
ditions. 


Next Steps. 


p. What steps can a young man take in order to put 
his notions of military service into practice? 

q. If the members of this group should move out along 
the lines of the procedure indicated by the discussion, 
what difference would it make in the community? 


PROBLEM 


B. Elections. 


ie 


Thinking Into, the Situation, 
a. What percentage of young men (21-35) of voting 
age voted at the last national election? 


b. In what elections do young men take the keenest in- 
terest? Why? 


Locating the Problem. 


ce. What do young men think of the system of govern- 

ment by political parties ? 

d. How far does party loyalty determine how they 

vote? 

e. What is it about elections they do not like? 

(1) To what extent do the existing parties stand for 
real issues ? 

(2) What do young men think of the personal caliber 
of the average candidate for office? 

(3) How would they describe the politicians of their 
community ? 

(4) How effective do they consider the elections as a 
means for reform of social, industrial and racial 
problems? 

(5) What do they think about the laws governing the 
right to vote? 


Ww 


f. What do young men do when they are dissatisfied 
with their political party? 

g. What do young men do when all parties seem un- 
satisfactory. 


Help on the Problem. 


h. What is the way out of a bad political situation? 

‘valuate the following procedures as means of bettering 

an unsatisfactory political situation. 

(1) Remain loyal to the party, working from within 
to effect reforms. 

(2) Leave the party and join another that seems better. 

(3) Give a nominal allegiance to some one party and 
pick and choose from all parties according to the 
individual merits and prospective efficiency of the 
various candidates. 

(4) Break away from all existing parties and agitate 
for a new party built around what seems to be the 
real issues of the day. 

(5) Consider the matter practically hopeless and seek 
to accomplish reform through education, the 
church, one’s vocation, ete. 

i. What difference would it make if this group set 

about to change the local political situation ? 

j. What practical steps can be taken by the group 

along the line of the discussion? 


PROBLEM 


C. Finding the Truth Regarding Government Action. 


Ae 


Thinking Into the Situation. 


a. What means does the government adopt for inform- 
ing the average citizen regarding its activities? 
b. In what respects, if any, do the methods adopted in 
peace time differ from those in war? 
c. List all the instances you can remember when the 
government voluntarily admitted having made a mis- 
take. 

34 


2: 


Locating the Problem. 


d. It is alleged in most countries that the government 
almost invariably defends all its acts and that even 
though one listens sympathetically to the attacks of the 
opposing political party, one is not assured of getting 
the whole truth. If there is a substantial measure of 
truth in this assertion, how could an earnest citizen 
who is a loyal member of the party in power be assured 
of getting impartial information as to the facts and the 
real issue in any controversial question? 


Help on the Problem. 


e. What steps are your friends actually taking in order 
to arrive at satisfactory conclusions? 


f. Make a list of such dailies, weeklies and monthlies as 
can be relied upon to handle political questions ade- 
quately and in a non-partisan spirit. 

(If the majority of the members of the group are of 
one political party, it would be well to inquire whether 
their opponents would agree with the classification just 
made. ) 


g. List the organizations in your community in which 
there are lectures, debates and discussions aimed to 
equip young men with a knowledge of the moral and 
spiritual issues involved in political questions. If the 
Y MC A is not included in this list, how do you account 
for it? If the Y M CA is included, list all of its activi- 
ties which are helping young men directly in fulfilling 
their duties as citizens and, particularly, in playing their 
part in finding a more Christian way of life in the local, 
national and international problems facing their gov- 
ernment. 


h. What gaps need to be filled in order that young men 
may have the assistance necessary in fulfilling their pe- 
culiar duties as Christian citizens? 


i. What are young men doing in other communities and 
other countries in this field? 


35 


4. 


D: 


ibe 


j. If it is possible for the church and the YMCA to 
assist, exactly what feasible program would you pro- 
pose? 

k. If neither the church nor the YMCA in your com- 
munity feels itself equipped to help, directly, what other 
organizations can be of assistance? 

Next Steps. 


1. What practical steps can this group take in facing 
the situation? 


PROBLEM 
Church and State. 
Thinking Into the Situation, 


a. At what points in the lives of young men are church 
and state jointly concerned? 


b. What things does the church accomplish for young 
men with the help of the state? 


ce. What things does the state do for young men with 

the help of the church? 

Locating the Problem. 

d. In what relationships do church and state get along 

smoothly? 

e. In what relationships is there lack of cooperation or 

conflict ? 

Help on the Problem. 

f. What means have young men for working on the 

question of the relationship between church and state? 

g. How far may they expect sympathy and coopetfa- 

tion from the state? How far from the church? 

h. Evaluate the following methods of procedure, 

(1) Make the problems political issues, working for 
appropriate legislation. 

(2) Use influence to effect conference, investigation, 
and understanding between the leaders of church 
and state. 

36 


(3) Work in every way possible for a complete separa- 
tion of church and state. 


(4) Work for a closer official relationship between 
church and state. 


(5) Work for a minimum relationship between church 
and state and seek to accomplish ends by working 
more vigorously with each separately. 


Next Steps. 


i. What immediate problem between church and state 
needs attention in this community? 


j. What can this group do to effect a change for the 
better? 


37 


SUMMARIES AND REPORTS 


The committee responsible for the preparation of the con- 
ference program desires to have reports from those using these 
outlines. Such reports will guide in the development of the pro- 
gram by indicating the matters on which it will be most neces- 
sary and profitable to devote study at Helsingfors. Those 
using the outlines, whether or not they are to be delegates to 
Helsingfors, are requested to cooperate by sending in reports 
based on the following questions. Where more than one per- 
son conducts these inquiries, these leaders should compare re- 
sults and together draw up their report. 

All who plan to participate in the discussions at Helsingfors 
will do well to make notes in answer to these summarizing ques- 
tions, following each meeting with a group. Such notes will 
prove valuable for reference later. 

1. What matters do boys and young men show the greatest 
interest in discussing? 

2. Which of the situations (or relationships) that make up 
their lives do they find to be the most perplexing? 

3. From their point of view, what seems to them to be the 
outstanding problems of life and living? 

4. If you feel there are relationships or situations in which 
they have fundamental problems which they do not sense, 
note these. Why do they seem to fail to recognize them 
as perplexities? 

5. As you used these outlines in discussion with boys or 
young men, what seemed to be the way they customarily 
followed in meeting their perplexities? 

By what standards, specifically, did they determine their 

courses of action? 


38 








